The Importance of Perceptions on the Learning Process. Using Rubrics to Assess and Improve General Skills in Learning of Economics (original) (raw)
Related papers
Promotion of learning skills in the study of economics. pilot project in the subject area of
2013
This communication is part of a larger teaching innovation project financed by the University of Barcelona, whose objective is to develop and evaluate transversal competences of the UB, learning ability and responsibility. The competence is divided into several sub-competencies being the ability to analyze and synthesis the most intensely worked in the first year. The work presented here part from the results obtained in phase 1 and 2 previously implemented in other subjects (Mathematics and History) in the first year of the degree of Business Administration Degree. In these subjects' previous experiences there were deficiencies in the acquisition of learning skills by the students. The work in the subject of Mathematics facilitated that students become aware of the deficit. The work on the subject of History insisted on developing readings schemes and with the practical exercises was sought to go deeply in the development of this competence. The third phase presented here is developed in the framework of the second year degree, in the World Economy subject. The objective of this phase is the development and evaluation of the same cross competence of the previous phases, from a practice that includes both, quantitative analysis and critical reflection. Specifically the practice focuses on the study of the dynamic relationship between economic growth and the dynamics in the distribution of wealth. The activity design as well as the selection of materials to make it, has been directed to address gaps in the ability to analyze and synthesize detected in the subjects of the first year in the previous phases of the project. The realization of the practical case is considered adequate methodology to improve the acquisition of competence of the students, then it is also proposed how to evaluate the acquisition of such competence. The practice is evaluated based on a rubric developed in the framework of the project objectives. Thus at the end of phase 3 we can analyze the process that have followed the students, detect where they have had major difficulties and identify those aspects of teaching that can help to improve the acquisition of skills by the students. The interest of this phase resides in the possibility to value whether tracing of learning through competences, organized in a collaborative way, is a good tool to develop the acquisition of these skills and facilitate their evaluation.
An evaluation of the selected mathematical competence of the first-year students of economic studies
Didactics of Mathematics, 2015
In Poland, since 1985 when the matura exam in mathematics was no longer compulsory, low-level of math skills and poor learning results have been constantly talked about. The academic community warned that young people were massively avoiding the technical, mathematical fields of study and fields with mathematics as a compulsory subject. We are seeing a constantly decreasing level of mathematical knowledge of first-year students, and sometimes even their ignorance of the elementary issues, basic concepts or an awkwardness in performing calculations. The situation would radically change after the reintroduction of the compulsory matura exam in mathematics in 2010. This article presents the results of the evaluation of the mathematical competence of students (who were obliged to pass the matura exam in mathematics). The evaluation was carried out every year at the beginning of the first year of the economic undergraduate studies during 2012-2014. We have analyzed the level of mathematical competence in the area of knowledge and skills over the subsequent years as well as the knowledge of selected content from the core curriculum of mathematics taught in upper-secondary schools.
A Didactic and Methodological Lesson of the Study of Economics and the Skill Development of Students
Theoretical and Methodological Approaches to Social Sciences and Knowledge Management, 2012
Theoretical and Methodological Approaches to Social Sciences and Knowledge Management 342 New technologies have developed both new and changing teaching/learning spaces in which professors almost always lag behind their students. This is because students were born in the generation of both the incorporation and expansion of computing in learning, professional and leisure environments and the development of new ways of synchronous and asynchronous relations, of search and selection of the vast amount of freely available information, and even the establishment of rules of conduct and, in short, new models to which professors must adapt and, where appropriate, develop a range of abilities/ competencies/skills for which they have not been trained. In this sense, Gilbert (2001) states in an interesting text that professors need to assume the roles of information consultant, team collaborator, facilitator, lone worker, resource provider and academic supervisor in this technological age. These roles complement the mentor of writing (provider of feedback to the pieces of work done by students) and orchestrator (because he performs administrative, pedagogical, technological and link functions) pointed out by Wake, Dysthe and Mjelstad (2007).
New Methodological Approaches of Teaching Economic Sciences
Journal of Central European Green Innovation, 2016
This study asks how to reform and enhance the teaching methods of labour economics (as a theoretical subject), a discipline which is associated with a group of economic science subjects. The goal of this subject is to provide an overview of the functioning of the labour market, as well as the international and domestic situation regarding unemployment. After completing study on this subject, students may be able to understand labour market trends, and to provide an explanation of the different relationships, as the discipline demonstrates an approach involving the flexible treatment of knowledge. The study shows the development of educational package history and its examination of efficiency. Certain parts of these theory-oriented subjects will be used by students in their future work, therefore it is necessary to have practiceoriented education. This study (116 people by questionnaire survey)-which is only one component of the complex researchwas designed to find out whether the subject of economics can be taught successfully by giving out individual tasks and group work. The assumption is made that the students prefer practice teaching form of any subject. At the same time among the methods used in practice, they prefer that require activation and creativity. Furthermore, the assumption is made that there is a difference in the perception of the subject between those students who just listened to labour economics, and those who had practice as well. It may be concluded that significant differences of opinion between respondents can be discovered in the subject of the assessment: students who studied the combined form expressed more positivity than those who only attended a lecture. Our hypotheses are confirmed. Based on the results of this study, we plan to compile a collection of methodologies that can assist the practice-oriented education of any other economic science subject.
Rubrics as an Evaluation Tool in Economics
SSRN Electronic Journal, 2000
Critical thinking and writing skills are necessary competencies for effective communication, problem resolution, and analysis in economics. Although there are several different approaches to evaluate critical thinking and writing skills, rubrics is an evaluation tool which provides more information than numerical grades because it establishes a set of criteria which both professors and students know and are able to evaluate jointly. Meanwhile, rubrics provide students more effective feedback about critical aspects of a given course such as the identification of problems, the quality of evidence furnished by the students, accuracy of conclusions, and objective reflection, among others.
2016
The main aim of this paper is to present mathematical competences as a part of educational objectives in the curricula of study programs focusing on economics and technics which are provided by the Slovak University of Agriculture in Nitra. There is a trend of reducing the number of hours of contact teaching and this leads to the search for more effective methods and forms of education. In particular, mathematical subjects give us opportunities to use new elements, which are based on the implementation of IT tools and e-learning, in the educational process. Especially the graphical interpretation of tasks via information technology improves the imagination of students, develops their creativity and increases their motivation to study mathematics and an application in mathematics. This involves updating of objectives of mathematical education at universities and modernization of teaching methods by using the information technology. In the economic and technical study programs, compul...
Analysis of Student’s Ability in Math Concepts as a Tool for Studying Economic Theory
2012
Makalah dipresentasikan dalam Seminar Nasional Matematika dan Pendidikan Matematika dengan tema " K Ko on nt tr ri ib bu us si i P Pe en nd di id di ik ka an n M Ma at te em ma at ti ik ka a d da an n M Ma at te em ma at ti ik ka a d da al la am m M Me em mb ba an ng gu un n K Ka ar ra ak kt te er r G Gu ur ru u d da an n S Si is sw wa a" " pada tanggal 10 November 2012 di Jurusan Pendidikan Matematika FMIPA UNY
Development of Economics Learning, Problematics, and Student Economics Literacy
The study states that students have a high motivation when they are following economics learning. At the time of learning conditions of the students are ready to participate in learning and learning situation during economics lessons the students feel comfortable with their classroom. It is also supported by the using of no teaching aids and a boring learning media. The solution to these problems: (1) Add a reference, (2) create a customized power point related to its development, (3) using case studies in teaching, (4) each lecturer is expected to draw up learning materials in line with learning outcome of the department. The study states that the regional economy is the most difficult subject that the can be understood by economic education students. This is because the basic of this subject is mathematical economy because they often calculate matrix.
A New Revolution in Economics Education
New trends are emerging in education of economics following rapid de- velopment in economic theories for static, dynamic and strategic analysis, increasing applications of general equilibrium modelling for evaluation of economic policies at national, regional and global level and overwhelm- ing advancement in econometric techniques developed to test those the- ories. A concise knowledge of these theories and techniques is essential for understanding micro and macro economic processes and to in‡uence policy making for achieving greater e¢ ciency and satisfaction of mankind. How careful design of curriculum and thoughtful implementations could be instrumental in achieving higher standard of teaching and research is analysed using the practical experience over the years in the University of Hull.